Meeting Dyslexic & Dyspraxic Needs on a Tight Budget

When Debbie Kirkpatrick began working as a Basic Skills Tutor at ESG, she quickly noticed a significant gap in how the organization supported learners with dyslexia and dyspraxia. The company had previously faced sanctions and financial penalties for failing to properly implement additional learning needs (ALN) support, leaving around 68% of learners without adequate assistance.

Rather than accept this situation, Debbie embarked on comprehensive action research to transform how her organization could effectively support dyslexic and dyspraxic learners without requiring substantial additional resources. Her project, "How to meet the needs of a Dyslexic and Dyspraxic learner within an organisation with limited resources," offers valuable insights for educators facing similar challenges.

Through detailed questionnaires, in-depth learner interviews, and careful observation, Debbie uncovered crucial information about what these learners actually need. Her research revealed that dyslexic learners often struggle in traditional classroom environments, benefit significantly from colored paper resources, and require individualized approaches rather than one-size-fits-all solutions.

For dyspraxic learners, she discovered the importance of understanding motor coordination difficulties, speech challenges, and the need for carefully structured learning environments with minimal distractions. Both groups showed remarkable resilience and creativity, often developing their own coping strategies that educators could build upon.

The practical outcomes of this research are impressive. Debbie developed a new ALN process flowchart, created specialized resources using appropriate fonts and colored paper, and designed training materials for staff. She found that simple modifications—like using dictaphones, implementing buddy systems, breaking sessions into manageable chunks, and utilizing online tutorials—could dramatically improve learning outcomes.

Perhaps most importantly, her research demonstrates that supporting learners with dyslexia and dyspraxia doesn't require expensive technology or extensive additional funding. Instead, it demands understanding, creativity, and willingness to adapt existing approaches.

This action research project stands as a testament to what dedicated educators can achieve when they listen to their learners and commit to evidence-based improvement. For organizations struggling with similar challenges, Debbie's methodical approach offers a replicable framework for creating meaningful change while working within budget constraints.